A Model to Investigate Preference for Use of Gamification in a Learning Activity

Abstract

Applying the engaging and motivating aspects of video games in non-game contexts is known as gamification. Education can benefit from gamification by improving the learning environment to make it more enjoyable and engaging for students. Factors that influence students’ preference for use of gamification are identified. Students are surveyed on their experiences of playing a gamified quiz, named Quick Quiz, during class. Quick Quiz features several gamification elements such as points, progress bars, leader boards, timers, and charts. Data collected from the survey is analysed using Partial Least Squares. Factors including ‘usefulness’, ‘preference for use’, ‘knowledge improvement’, ‘engagement’, ‘immersion’ and ‘enjoyment’ were found to be significant determinants. Students were found to have a preference for use for gamification in their learning environment.

The Shift to Gamification in Education: A Review on Dominant Issues

“…The nonempirical research methods used were conceptual orientation (Lee & Hammer, 2011), illustration (Stokes, 2005), design science (Fitz-Walter, 2015; Simões et al., 2010), and theoretical analysis (Stott & Neustaedter, 2013). Empirical research methods (systematic collection and analysis of data) include sample survey which was widely used (Filippou et al., 2014; Ofosu-Ampong & Boateng, 2018; Schöbel et al., 2016), simulation (Su & Cheng, 2015), and experiment—randomized control trails (Boeker et al., 2013; Cheong et al., 2013a; Hamari & Koivisto, 2013; Zichermann & Cunningham, 2011). Survey and experiment were the quantitative empirical research methods that recorded the highest number in 2017 and were most prevalent, accounting for 70% of gamification research (Osatuyi et al., 2018).…”

“…Furthermore, studies which adopt framework-based approaches include (a) a model to investigate preference for the use of gamification in a learning activity (Filippou et al., 2014), (b) social gamification framework for a K-6 learning platform (Simões et al., 2012), (c) gamification of learning and instruction: game-based methods and strategies for training and education, and (d) a method for the design of gamified training (Helms et al., 2015). Table 3 represents the research issues and conceptual approaches.…”

Does Consumers’ Intention to Purchase Travel Online Differ Across Generations?

“…The inclusion of this factor into the UTAUT2 model shifts the focus from extrinsic motivation as a dominant paradigm of technology adoption research to intrinsic motivation. Applications of the UTAUT2 has found hedonic motivation as a strong predictor in mobile apps (Hew et al, 2015), eLearning intention (Filippou et al, 2018), online purchase (Escobar-Rodríguez & Carvajal-Trujillo, 2014) and NFC technology adoption. Therefore, the following is hypothesized:…”

Understanding online business simulation games: the role of flow experience, perceived enjoyment and personal innovativeness

“…However, recent research also suggests that the influence of these variables is still unclear and that other variables should complement the technology acceptance model (TAM) (Davis, 1989), especially when different motivations to use the technology emerge (All, Nuñez Castellar, & Van Looy, 2015;Bourgonjon, Valcke, Soetaert, & Schellens, 2010). First, for example, studies point out that the effectiveness of digital game-based learning should be evaluated by assessing the degree to which students have an enjoyable experience (Boyle et al, 2016;Cela-Ranilla, Esteve-Mon, Esteve-González, & Gisbert-Cervera, 2014;Filippou, Cheong, and Cheong, 2018). This is especially significant in the context of simulation games, where students may perceive the activity as enjoyable in its own right, apart from the implicit learning purpose inherent in educational games.…”